Students’ Response towards Learning English through Using Blended Learning at Tertiary Level in the Middle East

Abstract

Using technology, particularly the internet, in English classes at the tertiary level is a new
trend in the Middle East in general and in Jordan in particular. Educators started recognizing the
importance of creating the autonomous learner via merging regular classes with online ones.
However, moving away from lecturing and attempting to channel the various technologies at the
disposal of students into the educational setting is not an easy task. Additionally, there still isn’t
enough research on the application, the students’ satisfaction level, nor the effectiveness of using
blended learning at the tertiary level. Thus, this paper sets out to examine the affective side to
this integration on English students in the tertiary level in Jordan. The study was done through
using a questionnaire measuring the level of students’ satisfaction in pilot classes at a reputable
community college in Jordan. The findings of this paper can help other higher education
institutions design a better curriculum that will engage students and ultimately help create the
autonomous learner.